About Us

Liminal Learning Studio was created to address a gap that exists across Australian education and professional systems a gap that disproportionately affects international students and migrants.

Many capable, intelligent learners struggle not because they lack ability, but because they are expected to understand unspoken rules of language, communication, and behaviour that are never explicitly taught.

These rules govern:

  • how English is assessed in exams

  • how academic integrity is interpreted

  • how confidence and credibility are judged

  • how people are spoken to, questioned, or challenged

  • how students and professionals are expected to defend themselves in high-stakes situations

Those who understand these systems move forward.
Those who do not are often misjudged, talked down to, or unfairly penalised.

Liminal Learning Studio exists to make those systems visible, teachable, and navigable.

What makes the studio different?

Liminal Learning Studio does not offer generic tutoring.

It offers strategic English education focused on how language actually functions in:

  • IELTS and PTE assessment

  • Australian universities

  • academic writing and tutorials

  • professional workplaces and interviews

Students are taught:

  • how English is judged, not just used

  • how to communicate clearly under pressure

  • how to respond to questioning, scrutiny, or misunderstanding

  • how to position themselves confidently and appropriately

  • how to avoid common academic and professional pitfalls

This approach protects students from being left vulnerable in systems that reward those who already know the rules.

About the Founder

Liminal Learning Studio is founded and led by Amna, an experienced educator specialising in English for academic, professional, and high-stakes contexts in Australia.

Amna has over a decade of experience teaching ESL, IELTS and PTE preparation, academic English, and workplace communication across pathway programs, tertiary education, and private tuition. She has worked extensively with international students, migrants, refugees and first-generation university students navigating Australian education and employment systems.

She holds two Master’s degrees with formal training in linguistics, education, and the social sciences, giving her a rare combination of language expertise and deep understanding of how academic and professional institutions operate.

What distinguishes Amna’s work is not only subject knowledge, but system literacy. Through years of classroom teaching and one-to-one support, she has guided students through situations where outcomes depended not just on English ability, but on how students explained themselves, framed arguments, responded to questioning, and navigated unspoken expectations.

Her students have included:

  • IELTS and PTE candidates seeking targeted score improvement

  • university students struggling with academic writing, tutorials, or assessment processes

  • students navigating academic integrity concerns and misunderstandings

  • migrants and international graduates preparing for Australian workplaces

Amna’s teaching approach is calm, structured, and deeply respectful. Students are never shamed, rushed, or spoken down to. Instead, they are taught how systems work, how English is evaluated, and how to communicate with clarity and confidence under pressure.

In addition to her academic background, Amna is also a qualified yoga instructor, which informs her understanding of confidence, presence, and communication as embodied skills. This allows her to support students not only intellectually, but practically helping them stay composed, articulate, and self-assured in real situations.

Liminal Learning Studio was created so that students are no longer left vulnerable to assumptions, misinterpretation, or silence simply because they were never taught the rules of the system.

Teaching Philosophy: The Amna Method™

All teaching at Liminal Learning Studio is guided by The Amna Method™, a modern, experiential approach designed specifically for contemporary learners.

This method is built on the following principles:

  • Learning is experienced, not consumed

  • Language shapes confidence, identity, and outcomes

  • Long-term understanding matters more than short-term performance

  • Homework is minimal, intentional, and reflective

  • Mistakes are treated as information, not failure

  • Every student leaves feeling seen, capable, and supported

This approach prioritises depth, presence, and participation over speed, ranking, or compliance.